Extending the understanding of online discussions: a replication of online students’ perceptions of identity and helper heuristics

IF 0.9 Q3 COMMUNICATION

COMMUNICATION EDUCATION Pub Date : 2023-02-10 DOI:10.1080/03634523.2023.2169315

Patric R. Spence, Renee Kaufmann, Kenneth A. Lachlan, Xialing Lin, Stephen A. Spates

引用次数: 0

Abstract

ABSTRACT Previous research applied an affordance approach to the literature in instruction and pedagogy. Because of the continued trend in online instruction and course management, there exists a need to study the impact of technological affordances and communication in learning management systems. The current study replicates and extends research investigating the responses of undergraduate students to discussion comments on a course management page, in which the presence or absence of peer identity and the helper heuristic of fellow students were manipulated. Results suggest that the act of being helpful (through the helper heuristic) positively impacted source credibility, perceptions of an assignment-related message, and computer-mediated competence. Findings for student rapport and task attraction did not replicate. Furthermore, identity cues continue to be unrelated to the variables of interest. Findings are discussed in terms of both theoretical and instructional relevance.

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扩展对在线讨论的理解:在线学生对身份和助手启发式的感知的复制

摘要以往的研究采用了教学和教育学文献的提供性方法。由于在线教学和课程管理的持续趋势，有必要研究技术支持和交流对学习管理系统的影响。当前的研究复制并扩展了调查本科生对课程管理页面上讨论评论的反应的研究，其中同伴身份的存在或不存在以及同学的助手启发式被操纵。结果表明，帮助行为(通过帮助者启发式)积极影响信息源可信度、对任务相关信息的感知和计算机中介能力。学生关系和任务吸引力的研究结果没有重复。此外，身份线索继续与感兴趣的变量无关。研究结果在理论和教学相关性方面进行了讨论。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

COMMUNICATION EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

34.80%

发文量

期刊介绍： Communication Education is a peer-reviewed publication of the National Communication Association. Communication Education publishes original scholarship that advances understanding of the role of communication in the teaching and learning process in diverse spaces, structures, and interactions, within and outside of academia. Communication Education welcomes scholarship from diverse perspectives and methodologies, including quantitative, qualitative, and critical/textual approaches. All submissions must be methodologically rigorous and theoretically grounded and geared toward advancing knowledge production in communication, teaching, and learning. Scholarship in Communication Education addresses the intersections of communication, teaching, and learning related to topics and contexts that include but are not limited to: • student/teacher relationships • student/teacher characteristics • student/teacher identity construction • student learning outcomes • student engagement • diversity, inclusion, and difference • social justice • instructional technology/social media • the basic communication course • service learning • communication across the curriculum • communication instruction in business and the professions • communication instruction in civic arenas In addition to articles, the journal will publish occasional scholarly exchanges on topics related to communication, teaching, and learning, such as: • Analytic review articles: agenda-setting pieces including examinations of key questions about the field • Forum essays: themed pieces for dialogue or debate on current communication, teaching, and learning issues